Dr. Cristy Weggelaar

My teaching methodology has been profoundly influenced by the pedagogy of Nancie Atwell, who advocates passionately for authentic, student-centered learning environments driven by a workshop method of ELA instruction. When I first considered using a reading and writing workshop in my classroom, it felt like a big risk. But within a few days of implementation, I noticed a profound shift in my students. Their heads dipped in thought. Furious scribbling on fresh paper. Pencils resting delicately between rosebud lips. Soft questions: “I can’t get this idea quite right.” “Can you read this?” A repressed giggle over the first page of a new, un-creased novel. Immersed in this world, my students quickly became readers and artists. They had moved from the world of ritual engagement, where they generally participated well in class and diligently completed classwork, to a more powerful authentic engagement characterized by a sense of creation and personal fulfillment. 

Such moments of magic are rare and fleeting in most classrooms, as curriculum mandates and shortages in time and supplies often supplant more student-centered approaches. Although I am not always able to implement a full workshop approach in my classroom, I still borrow from this pedagogy as much as possible in my daily teaching. My writing instruction incorporates student choice and relies heavily on common workshop approaches such as low-stakes writing, mini-lessons, individual conferences, and studies of model texts. My grammar instruction likewise relies more heavily on mentor sentences and pattern recognition than rote memorization and practice exercises.

Reading instruction that encourages student choice through literature circles and independent reading programs fosters authentic engagement and results in increased skill and stamina for young readers. Combining this approach with guided reading of whole class texts allows me to build my students’ critical thinking, analysis and questioning skills. I prefer to approach the study of whole class texts through driving questions frameworks to increase relevance, and I enjoy using immersive approaches such as Socratic seminars and mock trials to engage students in creative and critical thinking. My students regularly say that our great discussions are their favorite part of my class. The IBDP framework for English A, which prioritizes student-centered inquiry around global issues and a variety of text types, lends itself well to this instructional approach.